Resumen:
This paper aims to analyze the social impacts of the actions performed by the
Projeto Restaurar Criança Alegre, one of the projects of the Fundação Evangélica
Restaurar, supported by the Instituto Educacional da Bahia IEB, and the
transformations presented by the children and adolescents that participated of the
Project. This is a study case, qualitative research, which seeks to understand how
education can influence on the formation of the critical, supportive and autonomous
character as well as on the changing of behaviors and attitudes. It presents the
educational process and the educative action as liberating practices, on the
understanding of the being and in the search of pedagogical alternatives, focused on
processes that go beyond the finished and bureaucratic forms of predetermined
teaching, but awake the desire and the pleasure of learning to be happier and have a
better life. For decades the education has been calling the attention of political and
social debates in society. Given the difficulties experienced by children and
adolescents of the Projeto Restaurar Criança Alegre, as the precariousness of
teaching, contact with the world of crime, drug abuse, underdeveloped homes,
globalized world that values the possessions and not the human being, lack of
employment, values and attitudes that are changing and confront with the
differences of gender, race, ethnicity, social inequality, the generation gap, which
directly reflect on the family, school and social ambit. The institution, in the context
of its transformative practice, conceives that we are all educators and learners, while
we teach and are taught, that the fundamental essence of the educators is
constituted through their actions and their interactions with the world and with others.
In this institution, the educator develops activities that foster human development,
participation and social transformation and that are designed for a problem-based
education, through which the educators can develop themselves in a creative, critical
and sensitive way, actively participating in the process of construction of knowledge.
The results of the research show that the satisfactory intellectual development,
coupled with the belief in the capacity of the subject and a work with affectionateness
and commitment, point to the construction of an autonomous, creative, moral and
ethical subject and these are values that could be taught and learned.
